This explanatory sequential mixed methods study will examine how specific feedback moments in college writing courses contribute to students experiences with learned helplessness and writing disengagement. The study will look at students’ experiences with instructor provided feedback on writing assignments as a critical incident to better understand how students interpret the feedback and how those interpretations shape motivation, engagement, and beliefs about their own writing capability.
The research questions guiding the study are:
RQ1: How are college students’ perceptions of instructor feedback characteristics associated with learned helplessness and writing disengagement following feedback on a writing assignment?
RQ2: How do college students describe and make meaning of feedback they receive on their writing?
The study will be conducted within four undergraduate courses at Valencia College that include writing assignments with instructor-provided feedback. Participants will be students enrolled in these courses who are 18 years of age or older. Participation will involve completing an 8 to 10 minute online survey administered during class following the release of assignment feedback. A subset of participants who volunteer will be invited to participate in a one time semi-structured interview lasting approximately 45 to 60 minutes.